Geography...The Albourne Way Inspiring lifelong curiosity & creating informed global citizens Curriculum Overviews Whole School Overview 2024-25 Geography…The Albourne Way INTENT Everything we do at Albourne Church of England School is underpinned by our vision, The Albourne Way – living life to the full. Children in our school will achieve highly because our expectations for pupil outcomes are ambitious. ‘Geography… The Albourne Way’ envisions a dynamic geography curriculum that prepares students for the challenges and opportunities of the 21st century while promoting a deep understanding of the interconnectedness between people and their environments. Our curriculum is grounded in the belief that geography is not just about maps and locations, but is a lens through which students can explore the complexities of the world around them. Our curriculum raises curiosity about diverse landscapes, cultures, and natural phenomena through hands-on activities and field trips. Our goal is to inspire lifelong curiosity, create informed global citizens, and equip students for success in an interconnected world. IMPLEMENTATION We lead an enquiry-lead approach to our history curriculum as our pupils not only build their substantive knowledge and understanding, but become increasingly adept at disciplinary thinking, conceptual understanding and the use of specialised vocabulary and technical terms. In order to do this, as a school we are dedicated to the teaching and delivery of a high-quality history curriculum. This is implemented through: reflecting the guidance of and matches with the scope and ambition of the national curriculum. providing pupils with the appropriate opportunities to build their substantive and disciplinary knowledge. This will encourage children to master and apply subject skills and techniques and acquire the specialist language and technical terms to communicate their understanding effectively. Creating a MTP of each enquiry, which defines what the pupils will know, understand and be able to do. This is clearly identifiable in the progressive and increasingly challenging objectives. Sequencing enquiries to ensure that pupils can build on prior knowledge and understanding as they tackle more complex and demanding enquiries throughout their education. Learning activities are very varied to ensure that all pupils have opportunities to demonstrate their strengths. Our curriculum for EYFS – Year 6 provision is made for regular and high quality visits which we recognise as a core element of our pupils’ statutory entitlement in geography. These visits provide opportunities to develop and consolidate skills and concepts introduced in the classroom and allow pupils to extend their understanding through investigating geography in the ‘real world.’ When assessing our pupils, evidence is drawn from a wide range of sources to inform the process including interaction with pupils during discussions and related questioning, day to day observations, presentation and communication of data collected during visits and writing in different genres. We do not make summative judgements about individual pieces of pupil work, but rather use continuous formative assessments to build an emerging picture of what the pupil knows and understands about our overall enquiry into the subject. IMPACT Our curriculum, ‘Geography... The Albourne Way’ helps to prepare our pupils for life in the 21st century with all of its currently unknown possibilities. Our pupils will develop the skills to act as young geographers in our current world. As geographers they will acquire the skills to make links and connections between the natural world and human activity, how it changes and the impact of physical and human geography upon one another. Our curriculum prepares our pupils for opportunities and challenges that will arise during their lifetime – personal, local, national and global.

At Albourne Church of England Primary School, the children regularly use the internet as part of their learning. In school we regularly remind the children how to stay safe online through ‘e-safety’ activities. Online safety Useful information for parents. At Albourne Church of England Primary School, the children regularly use the internet as part of their learning. In school we regularly remind the children how to stay safe online through ‘e-safety’ activities. At home, children are not always supervised when they are using the internet. This can potentially allow children access to a whole world of information and online communities, some of which may be unsuitable for children to access. Whilst the internet is a wonderful place, we need to make sure that our children are safe and responsible internet users. Tips to keep your children safe online 1. Make sure your children use the internet in a shared area. Talk to your child about what they are doing online and, if possible, make sure that they access the internet in a shared area at home so that you can all share in the great sites that are available online. 2. Talk about what you are happy for your child to do on the internet, and set up ‘ground rules’ for using the internet Make sure that you talk with your child about what you do and do not want them to do on the internet, including who you are happy for them to communicate with using online chat forums etc. 3. Explore e-safety sites Below we have provided useful links to e-safety sites designed for children. They are great fun to explore - browse through these with your children. 4. Be aware that Social Networks have age limits of 13+ Sites such as Facebook, Bebo, Instagram and apps such as Snapchat have a minimum age limit of 13. This means our pupils should NOT be using them. These sites are also not moderated, and can allow your children a means of communication to people that they may not necessarily know. 5. Don’t be afraid to ask! There are always new websites, apps and social networks that the children are using. Try to establish open lines of communication, where you can talk with your child about what they are doing, so that you are aware of how and who they are communicating with. Further information Below are resources you may find useful to support you in keeping your child safe online. The Albourne Internet Use and E-safety policy can be found on our Policies page. Further resources on bullying can be found on our Wellbeing page. Parental Controls booklet Thinkuknow.co.uk Childnet.com Parentzone.org.uk Vodaphone - Digital Parenting NSPCC - Keeping children safe online Internet Matters - Parental Controls UK Safer Internet Centre BBC Webwise videos Common Sense Media.org Meta (Facebook & Instagram) Safety Center

Personal, Social and Health Education (PSHE), including Relationships and Health Education, is an important part of our whole curriculum. Through PSHE children develop the knowledge, skills and understanding they need to manage their lives. Personal, Social and Health Education Developing knowledge, skills and understanding for life beyond school. Curriculum Overviews Parent Letter RSE 2024 Whole School Overview 2024-25 Parent Information RSE 2024-25 INTENT (Why are we teaching this?) Personal, Social, Health and Economic (PSHE) education is a necessary part of all pupils’ learning to help them to stay healthy, safe and prepared for life. Relationship and Sex Education (RSE) enables young people to learn about healthy relationships, their mental well-being and their understanding of their bodies. At Albourne we believe in providing a nurturing learning environment in which each child is encouraged to develop their full potential, flourish, and celebrate their achievements and successes. As a school, we believe that children are all individuals and therefore, we encourage mutual respect, responsibility, and foster self-esteem in a happy, caring, and safe environment. The teaching and learning of PSHE using the Jigsaw scheme supports and upholds this vision. Behaviour and attitude to learning are underpinned by values that are taught through PSHE lessons, making it integral to the success of the whole school. IMPLEMENTATION (How is it being taught?) At Albourne, we follow the Jigsaw scheme of work to deliver our PSHE. Jigsaw is based on mindfulness philosophy and practice and brings together, PSHE Education, emotional literacy, social skills and spiritual development in a comprehensive scheme of learning. It is designed as a whole school approach, with all year groups working on the same theme (Puzzle) at the same time. Jigsaw holds children at its heart and aims to improve children’s capacity to learn, their resilience, emotional well-being and mental health. In line with statutory requirements, before the Changing Me jigsaw begins, parents will be given information about how children are taught about their bodies. This provides an opportunity for parents to ask questions and be reassured about how lessons are delivered in an age appropriate way. Please read the information provided below. This whole school approach provides structure and familiarity to children and supports their learning by reinforcing key themes. Below you can see an outline of the programme and how it develops through the school year: Jigsaw 3-11 offers a comprehensive Programme for Primary PSHE including statutory Relationships and Health Education, in a spiral, progressive and fully planned scheme of work, giving children relevant learning experiences to help them navigate their world and to develop positive relationships with themselves and others. Jigsaw consists of six half-term units of work (Puzzles), each containing six lessons (Pieces) covering each academic year. Term 1: Being Me in My World Term 2: Celebrating Difference (including anti-bullying) Term 3: Dreams and Goals Term 4: Healthy Me Term 5: Relationships Term 6: Changing Me (including Sex Education) Every Piece has two Learning Intentions, one specific to Relationships and Health Education (PSHE) (in purple) and the other designed to develop emotional literacy and social skills (in green). Puzzles are launched with a whole-school assembly containing an original song, with each year group studying the same unit at the same time (at their own level), building sequentially through the school year, facilitating whole-school learning themes. The various teaching and learning activities are engaging and mindful of different learning styles and the need for differentiation and the Early Years (EYFS) planning is aligned to the National Early Years Framework (England). Each lesson is built upon a Charter which underpins the behaviour and respect that is the basis for each lesson (one is provided within Jigsaw, but children and their teacher can write their own to ensure mutual respect and ownership). The lessons then split into 6 parts, all of which should be included in every session to ensure that the learning follows the optimum progression. Connect us - This is a game or activity designed to be fun and inclusive and to build and maximise social skills. ‘Connect us’ engenders positive relationships and enhances collaborative learning. It sets the atmosphere at the beginning of each Jigsaw Piece and can be used again at the end should the teacher feel the atmosphere needs to be lifted after some deep work during the lesson. Calm me - This section of the Piece helps children gain awareness of the activity in their minds, relaxing them and quietening their thoughts and emotions to a place of optimum learning capacity. This will also engender a peaceful atmosphere within the classroom. It is an invaluable life skill which also enhances reflection and spiritual development. This underpins the mindful approach advocated in Jigsaw. Open my mind - The Reticular Activating System of the brain filters the many stimuli entering the child’s mind at any given time. It is designed only to allow in that which is significant. Therefore, it is important to engage this system with the most important aspects of learning intended for each Piece (lesson). If we do this well, it will enable children to filter out activity around them not significant to this learning intention, thereby improving concentration and learning. Tell me or show me - This section of the Piece (lesson) is used to introduce new information, concepts and skills, using a range of teaching approaches and activities. Let me learn - Following Piaget’s learning model, after receiving new information/concepts, children need to manipulate, use, and play with that new information in order for it to make sense to them and for them to ‘accommodate’ it into their existing learning. Help me reflect -Throughout Jigsaw, children are encouraged to reflect on their learning experiences and their progress. By reflecting, children can process and evaluate what they have learnt, which enables them to consolidate and apply their learning. They are also asked to stop and become aware of their thoughts and feelings in any given moment in Pause Points (brief pauses within the lesson where the children can have a couple of moments to just stop and be to consider whether what they are learning may be particularly meaningful to them). Closure - Each Piece needs safe closure. This will always include the teacher praising the children for their effort, positive attitude and achievement, as well as giving one or two sentences to summarise the key learning points for the children. In addition to this, teachers have the freedom to plan with detail and attention to their individual children. Learners can be scaffolded, and any individual needs can be supported where necessary. The summative assessment process offers criteria for children either working at, beyond or towards the age-related expectations. Greater depth children can be challenged to ensure that they are being given the opportunities to enrich their learning further. The “Class Teacher” page at the start of every puzzle allows time for practitioners to consider the upcoming content. These support teachers to feel more confident in their own subject knowledge, which in turn allows them to extend the learning of the children. IMPACT (What is the effect?) “The positive results of pupils’ learning can then be seen in the standards they achieve.” Ofsted, 2019 The key elements of this for our schools are • Knowing and being able to evidence the impact of the PSHE curriculum both on learners individually and in the school as a whole. • Coherently being able to match and evidence the impact of PSHE with the intent So how can we achieve this? In order to be confident in the impact of PSHE, senior leaders and/or the PSHE leader will monitor the subject effectively using scrutiny and moderation of outcomes (see the “Teachers” tab on the Jigsaw PSHE Community Area for support and ideas with this). We take the time to carry out discussions with pupils and is the only way of knowing exactly what the children feel is the impact for them of their learning. We also take into account colleagues’ views. This can ensure that impact matches intent across the whole school community. Assessment is a major contributor in evidencing the impact and this needs to be tracked to ensure that pupils are building on their skills and knowledge over time. It can then show progression and also uniformity between parallel classes ensuring that in-school gaps or anomalies are dealt with especially issues with teacher confidence. Assessment in Jigsaw is both formative and summative. The two clear learning objectives for each lesson (piece) allow teachers to be mindful of the assessment elements within that session that can formatively help them pitch and plan subsequent lessons, and activities are included in each lesson to give the children the opportunity to self-assess using simple pictorial resources designed in a child-friendly, age appropriate manner. It also allows children of 6 and over the opportunity to identify areas for self-improvement. To support the teacher in tracking each child, there is a ‘Summative Assessment: tracking pupil progress’ sheet that can be used. This sheet has three attainment descriptors for each Puzzle. The teacher can then use a ‘best-fit’ approach to decide whether the child is working towards, working at or working beyond for that Puzzle, highlighting one green and one purple descriptor. The green descriptors will also flag up children who may need more support with emotional literacy or social skills development and they can be signposted to the setting’s pastoral support systems as appropriate. In Piece (lesson) 6 there are also exemplifications to aid teacher judgement for the working towards/ working at/working beyond attainment descriptors. As Jigsaw PSHE is a whole-school approach, rather than simply a lesson-a-week Scheme of Work for PSHE, there are numerous layers built in that engender a sense of belonging and community, and that value every individual, for example: praising one attitude or behaviour each week through the Weekly celebration, bringing the whole school together for assemblies and to sing the Jigsaw songs, and celebrating every child’s contribution to the school community through the 'end of Puzzle outcome. "As part of a whole school approach PSHE develops the qualities and attributes pupils need to thrive as individuals, family members and members of society." JIGSAW PROGRAMME Downloads and links Download our documents for further information about our curriculum. Jigsaw PSHE information for parents/carers Jigsaw RSE in PHSE - information for parents/carers Jigsaw LGBTQ in PHSE - information for parents/carers Jigsaw PSHE content overview (age 3-11) Calm Me Time at Home Jigsaw 00:00 / 06:09 For our PSHE policy please go to our Policies page. Policies

Ofsted, SIAMS & SIP Latest Ofsted, SIAMS & SIP Reports SIP Report May 2024 SIP Reports Feb 2024 Ofsted Report 2016 SIAMS Report 2017

Albourne Church of England Primary School promotes and upholds the British Values of Democracy, the rule of law, individual liberty, mutual respect and tolerance alongside our Christian Values. British Values at Albourne Promoting and upholding British Values. Albourne Church of England Primary School promotes and upholds the British Values of Democracy, the rule of law, individual liberty, mutual respect and tolerance alongside our Christian Values. An understanding of democracy is developed through our Pupil Parliament . Elections are held at the start of the year. Following a vote, each class elects class representatives to the Parliament. They meet regularly to bring to the group any issues or ideas from their classes. In addition, they are consulted about their ideas for school improvement and in policy making. Pupils also vote for House Captains to lead their Houses and encourage children to earn points for their house. These children are all in Year 6 and will act as ambassadors when there are visitors to our school. Find out more about our Houses on our House Teams page. An understanding of the rule of law is developed through discussion of the rights and responsibilities of the pupils as linked to our values. This informs individual class charters, and impacts on relationships and behaviour in school. Children are helped to learn to manage their behaviour through making the right choices, and to understand the consequences of their actions. Key information downloads For all key information and school policy documents, please follow the link to our Policies page. British Values information leaflet for parents Policies

Year 2 Skylarks Class Following the Albourne Way living life to the full Ask Me Abouts Summer 1 Ask Me Abouts Spring 2 Ask Me Abouts Spring 1 Ask Me Abouts Autumn 2 Ask Me Abouts Autumn 1 Meet the Teacher Skylarks Curriculum Overview

The Albourne Learners Meet The Polisher Meet The Explorer Meet The Listener Over the rest of the year, we will be working with the children on the skills they need to be a fantastic learner. We will be launching 6 Albourne Learners, which are bespoke to our school. These characters will become key to teaching the children of Albourne to understand, describe and aspire to have the attributes that make an excellent learner. The first of these is The Explorer: Following the Albourne Way; I am an adventurer; discoverer and I am curious about the world around me. The Explorer is about preparing the children for learning by having the correct learning tools. When we spoke to the children about what they would have in a learning back pack, one of the items was a teacher, which is why Mr Hamilton is on top of the back pack!

The wellbeing of our pupils is important to us. Find out more about our Albourne Way Peacekeepers. Mental Health & Wellbeing Looking after all of our Albourne Family The Albourne Learner - The Carer Mental health is a state of wellbeing in which every individual realises their own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to their community (World Health Organisation). At Albourne we are committed to promoting and supporting positive mental, physical and emotional wellbeing for all school stakeholders - pupils, staff, parents & community. A group of children who help develop friendships for children, find solutions to problems and encourage children to follow the Albourne Way. How to look after your mental health Anxiety Eating for your mind The Peacekeepers Further information Below are resources you may find useful to support your child in different situations. Further resources on keeping your child safe online can be found on our online safety page. Read our Ofsted inspections NSPCC National Bullying Helpline Kidscape - help with bullying

Below are our latest Ofted inspection reports and Statutory Inspection of Anglican and Methodist Schools (SIAMS) inspection reports. School Improvement and Performance A snapshot of our school's progress. School Improvement School @ A Glance 2024-25 2024-2025 SEF@ a Glance School Performance Data 2025 KS2 Results & Analysis 2025 EYFS / Phonics Results & Analysis Ofsted, Siams & SIP Reports Ofsted 2025 Siams 2025 Ofsted IDSR Compare School Performance Key information downloads For all key information and school policy documents, please follow the link to our Policies page. Policies